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Beyond Coding: Effects of a Computing Curriculum on Preschoolers' Computational Thinking, Math, Language, and Social-Emotional Skills

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Title: Beyond Coding: Effects of a Computing Curriculum on Preschoolers' Computational Thinking, Math, Language, and Social-Emotional Skills
Language: English
Authors: Weipeng Yang (ORCID 0000-0002-8057-2863), Chaopai Lin, X. Christine Wang, Alfredo Bautista (ORCID 0000-0002-5878-1888), Hui Li (ORCID 0000-0001-9355-1116), Jesus Alfonso D. Datu, Bi Ying Hu
Source: Journal of Educational Computing Research. 2026 64(1):126-154.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Coding, Computation, Curriculum Implementation, Preschool Children, Mathematics Skills, Language Skills, Social Emotional Learning, Thinking Skills, Student Characteristics, Sex, Socioeconomic Status, Family Characteristics, Robotics, Programming, Picture Books, Teaching Methods, School Readiness, Intervention, Emotional Development, Social Development, Early Childhood Education
Geographic Terms: Hong Kong
DOI: 10.1177/07356331251384546
ISSN: 0735-6331
1541-4140
Abstract: The integration of coding into early childhood education has gained traction globally, yet evidence of its efficacy in fostering diverse developmental domains remains limited. This study aimed to (1) assess effects of a coding curriculum on preschoolers' computational thinking (CT), math, language, and social-emotional outcomes, and (2) examine whether effects varied by gender and family socioeconomic status (SES). Participants included 360 preschoolers (M[subscript age] = 62.9 months; 179 girls, 181 boys). The treatment group comprised 202 children (91 girls), while the control group included 158 children (88 girls). The treatment group received the computing curriculum, involving age-appropriate coding activities, lasting for eight weeks. Outcomes were measured using standardized assessments. Multilevel modeling and ANOVA revealed that the coding curriculum yielded mixed effects: significant gains in spatial skills (d = 0.21) and emotion regulation (d = 0.24), but a null effect on numeracy (d = -0.15). Children from lower-SES backgrounds showed pronounced improvements in CT (d = 0.22) and prosocial skills (d = 0.63) compared to higher-SES peers. No significant differences emerged for language outcomes. Preschool computing education demonstrates potential to enhance spatial reasoning and emotion regulation, with equitable benefits in CT and prosocial skills for disadvantaged children.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490751
Database: ERIC
FullText Text:
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  Data: Beyond Coding: Effects of a Computing Curriculum on Preschoolers' Computational Thinking, Math, Language, and Social-Emotional Skills
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  Data: <searchLink fieldCode="AR" term="%22Weipeng+Yang%22">Weipeng Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8057-2863">0000-0002-8057-2863</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chaopai+Lin%22">Chaopai Lin</searchLink><br /><searchLink fieldCode="AR" term="%22X%2E+Christine+Wang%22">X. Christine Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Alfredo+Bautista%22">Alfredo Bautista</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5878-1888">0000-0002-5878-1888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hui+Li%22">Hui Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9355-1116">0000-0001-9355-1116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesus+Alfonso+D%2E+Datu%22">Jesus Alfonso D. Datu</searchLink><br /><searchLink fieldCode="AR" term="%22Bi+Ying+Hu%22">Bi Ying Hu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(1):126-154.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1177/07356331251384546
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  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
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  Data: The integration of coding into early childhood education has gained traction globally, yet evidence of its efficacy in fostering diverse developmental domains remains limited. This study aimed to (1) assess effects of a coding curriculum on preschoolers' computational thinking (CT), math, language, and social-emotional outcomes, and (2) examine whether effects varied by gender and family socioeconomic status (SES). Participants included 360 preschoolers (M[subscript age] = 62.9 months; 179 girls, 181 boys). The treatment group comprised 202 children (91 girls), while the control group included 158 children (88 girls). The treatment group received the computing curriculum, involving age-appropriate coding activities, lasting for eight weeks. Outcomes were measured using standardized assessments. Multilevel modeling and ANOVA revealed that the coding curriculum yielded mixed effects: significant gains in spatial skills (d = 0.21) and emotion regulation (d = 0.24), but a null effect on numeracy (d = -0.15). Children from lower-SES backgrounds showed pronounced improvements in CT (d = 0.22) and prosocial skills (d = 0.63) compared to higher-SES peers. No significant differences emerged for language outcomes. Preschool computing education demonstrates potential to enhance spatial reasoning and emotion regulation, with equitable benefits in CT and prosocial skills for disadvantaged children.
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